Working with trainees to turn quality improvement into scholarship and dissemination

Transcription

1 Working with trainees to turn quality improvement into scholarship and dissemination James Moses, MD, MPH Chief Quality Officer, Boston Medical Center Academic Advisor, Institute for Healthcare Improvement s Open School

2 Objectives Describe the growing imperative of including GME trainees in efforts to improve patient care Provide attendees an organizing framework for engaging GME trainees in efforts to improve quality and patient safety at the point of care Review the process of publication and dissemination for trainee-led faculty mentored quality improvement initiatives

3 Background Houston, we have a problem And the 6 Quality Aims are? Deeper alignment of engaging GME learners (residents and fellows) in Quality and Patient Safety

4 Educational reform has led to the direct assimilation of Quality and Patient Safety competencies into Medical Education at all levels Undergraduate Medical Education LCME requirements now include Quality and Safety, Interprofessional competencies Graduate Medical Education ACGME Outcomes Project Continuing Medical Education and Board Certification Maintenance of Certification-Part IV

5 Educational reform has led to the direct assimilation of Quality and Patient Safety competencies into Medical Education at all levels Undergraduate Medical Education LCME requirements now include Quality and Safety, Interprofessional competencies Graduate Medical Education ACGME Outcomes Project Continuing Medical Education and Board Certification Maintenance of Certification-Part IV

6 ACGME Outcomes Project: The Good and the Bad Better doctors Improved Quality and Safety Competency Domains Improved Educational Outcomes Creation of QI as requirement (PBLI and SBP) Last decade: Key Quality and Patient Safety Attributes Focus on getting residents to be better providers (PBLI>SBP) and Keeping patients safe duty hours

7 CLER: A New ACGME Focus Lack of clear patient outcomes related to GME Meaningful engagement of GME learners in Quality and Patient Safety in institutions across the country is lacking To move away from over emphasis on duty hours and ACGME s role as educational police Instead: ACGME as driver of fostering the right environment for institutions to more centrally engage and involve GME learners in their Quality and Patient Safety priorities

8 Focus Area: Patient Safety Preliminary Analyses, January Patient Safety Events (Housestaff ARS) Experienced event (%) Experienced and Reported through system (%) All PGY PGY PGY PGY For those Clinical Learning Environments where information was available: A median of 1.2% of patient safety events were reported by residents ( ~60% CLEs did not or could not track) Based on interviews with nurses and other clinical staff, residents infrequently report events; it was not unusual that the CLE s system was used to report on individual behaviors DRAFT January 31, 2015, copyrighted ACGME Do Not Cite or Reproduce

9 Shift in the healthcare landscape is necessitating a change in our approach to training To ensure that the healthcare workforce has the necessary knowledge and skills And seeing the trainees, in their role at the point of care, as actual drivers of health care quality

10 Moving beyond CLER-ACGME Common Requirements 2017

11 Is ACGME Right? Should Housestaff play a key role in Quality & Safety?

12 Benefits to both the training institution and to the housestaff Training Institution Frontline staff involvement and input into solutions Housestaff become faculty Housestaff engagement QPS culture Trainee QPS as an institutional priority QPS as part of every day work(identity) in taking care of patients Learn skills of QPS improvement work With Patient Outcomes as the True North trainee integration becomes necessity

13 GME Learners as Key Stakeholders Opportunity to create change Delivery of Patient Care Fellows and Residents Faculty Department/Division Chiefs CMO/Physician-In-Chief CEO Board MD Power Structure Board CEO CMO/Physician-In-Chief Department/Division Chiefs Faculty Fellows and Residents

14 Addressing current state gaps means addressing historical norms in the training environment Resident/fellows as transitory Trainee QI efforts not linked to system priorities Input as frontline staff not incorporated into hospital QI efforts Care improvement occurs in organizations despite housestaff as opposed to because of housestaff

15 A foundational paradigm shift

16 Developing a Framework Workforce QI/PS Competence Inter- Professional Team-Based Care Hearing the Patients Voice Experience and Engagement Quality and Patient Safety Data on Performance GME Engagement and Activation Leadership Prioritization Culture of Patient Safety and Quality Improvement

17 Barriers to address Time Lack of role models Resource and support allocation Competing priorities

18 So how to best to integrate trainees into QPS activities? Moving from in vitro to in vivo experiential learning at the point of care

19 Three Different Models Getting QI to be facilitated by anyone, everywhere

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21 Model 1: Short-term, Team-based Definition: Focused on behavior change and/or process change within control of interdisciplinary medical team Scenario: Inpatient team spends 2-4 weeks together, integrating QI/PS into daily clinical care routines Improvement Objective: To solve a proximal workflow issue or gap in care that a team identifies Educational Objective: Motivate trainees to incorporate improvement principles and systems based thinking into daily clinical routines versus thinking of QI/PS as separate activity Example: Team prioritizes ensuring that 100% of patients admitted to the service have a completed VTE Risk Assessment completed by admitting resident prior to initiation of DVT prophylaxis

22 Model 2: Medium-term, Unit-based Definition: Focused on a workflow in a particular unit or clinic with aims that are tied to institutional priorities Scenario: Trainees who rotate through an unit (or clinic) and work on a QI project developed by the unit (or clinic) Improvement Objective: To develop new practice or implement an evidencebased intervention for the unit or clinic Educational Objective: To demonstrate to the trainee that even with limited period of time spent in one particular unit, he or she can play a vital role in accelerating that unit s improvement initiatives Example: Trainees who have weekly continuity clinic, participate as part of the clinic s QI team working to improve flu vaccination rates

23 Model 3: Long-term, Systems-based Definition: Focused on a workflow(s) that crosses multiple units/clinics with an aim to improve systems at departmental/institutional level Scenario: Trainees who join a hospital taskforce related to improving a corporate quality goal prioritize ensuring interventions are adopted locally as they rotate through a unit (or clinic) Improvement Objective: To make system-level change that helps achieve institutional QI/PS objectives Educational Objective: To integrate trainees into a larger institutional objectives for quality and safety; to make robust connections between clinical care at the bedside and institutional quality and safety aims Example: Trainees on a hospital readmissions taskforce join multidisciplinary rounds when on an inpatient rotation to ensure all patients have follow-up with PCP scheduled by the unit coordinator within 2 weeks of discharge

24 Selecting a Model Intentionally flexible Factors to consider from faculty perspective: Role in GME education Location within the QPS infrastructure of the institution Comfort with QPS principles and practice Factors to consider from a trainee perspective: Current QPS knowledge, skills and behaviors Motivation and time availability Interest in QPS as potential career

25 Putting the 3 Different Models to Action Sharing of Best Practice Examples #IHI27FORUM

26 Model 1 Short-term, Team-based #IHI27FORUM

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28 Aim & approach Teach trainees how to improve (and how not to hate QI) What could we improve in 2 weeks? Team-based approach Start with a question: What s something you think we can do better? And then wait

29 What Christine told me

30 Simple measurement So, I asked how many of our patients needed interpreters? Our Day 2 measure: Total # patients not English Speaking Data collection plan: MS III to note from morning signout patients not English Proficient Plot number on workroom whiteboard Our Day 4 measure (final measure): Interpreters used on rounds/# of LEP patients

31 What changes did we make? Supervisor communicated with night team to capture language preference and communicate in morning signout Supervisor have ward assistant call for interpreters for rounds Created form for tracking to be used by MSIII Realized we should reach out to interpreter office and see if ok with to ensure interpreter involvement on rounds Ensure LEP patients prioritized due to interpreter arrival

32 What I didn t do Teach the Model for Improvement, PDSA, run charts, variation analysis, systems thinking Mention Juran, Deming or Shewhart Use acronyms Work on an abstract idea Work on something they didn t feel was important

33 Your role: Before rounds: 1) Fill out form for each non-english speaking patient on YOUR ROUNDING TEAM. 2) Make a copy of the form. 3) Give copy to unit coordinator (Pam) before 7:15am lecture. Hold onto original form. During rounds: 4) Complete starred (*) fields on original form. 5) At the end of rounds, write Huddle time, and give both team s completed sheets to Marjorie before huddles.

34 Hey Team! Another 10/10 on interpreter rounding forms! We really appreciate the work you've put into this project, and hope you know that your patients appreciate it too! Sometimes it's not easy to round in the room and schedule interpreters, but here are a few highlights from the surveys Lizzeth and I do on the floor weekly: "They all came in at once, talking about everything in front of me so I know what's going on." "I liked that it was a team, it was very interactive. There was opportunity to see different opinions and viewpoints. They were nice, concerned, and supportive." Way to go! Julio and Lizzeth

35 Model 2 Medium-term, Unit-based #IHI27FORUM

36 Residents take on CDI in our ICU C. diff rate higher than national average Routine infection control precautions are not always in place Hospital epidemiologist looking for pilot project #IHI27FORUM

37 ICU focused initiative Single unit, small 12-bed ICU Staff and leadership aware and on board Flexible scheduling No funding initially #IHI27FORUM

38 Aim Statement Improve adherence to basic infection control measures in the 9N ICU by 15% by January 31, #IHI27FORUM

39 Team membership Led by resident MS and SPH Students brought on board to track adherence Mentorship from hospital epidemiologist Collaboration with RN and MD leaders, unit RNs #IHI27FORUM

40 Measurement Healthcare workers observed with checklist Observations at irregular intervals given duty schedule Baseline data taken Process analyzed by traditional QI techniques #IHI27FORUM

41 Hand hygiene: Not so simple All healthcare workers had trouble adhering to basic hand hygiene & special precautions Multiple common failure points identified #IHI27FORUM

42 Solutions tested Install more hand sanitizer dispensers Create a campaign with infection control characters Make new alert signs featuring characters #IHI27FORUM

43 Resident Project $1,600 QI grant from Resident Union s BMC HS QI Council jointly supported by BMC s Malpractice Captive Work orders for new hand sanitizers Printed up signs and posters Measuring for change currently #IHI27FORUM

44 Resident Project Lessons learned Duty schedule often not compatible with project schedule Do project in manageable chunks Observations are more difficult than chart-based measurements Resident/student QI programs can work Trainees and students want to take leadership roles Unit based project Unit was engaged and interested in improvement Leadership comfortable with resident-run project Smaller is better; easier to make changes Less funding needed Unit-based pilots are the gateway to larger projects

45 Model 3 Long-term, Systems-based #IHI27FORUM

46 Housestaff Reporting Habits Residents experience errors But do not report them.

47 Objectives Increase physician (trainee and faculty) reporting of adverse events via Hospital-based taskforce with housestaff and faculty representatives Key intervention: Department specific didactic/discussion based STARS sessions

48 Participating Departments Psychiatry Orthopedics Medicine OB/GYN Emergency Department Surgery Pediatrics ENT Family Medicine Cardiology

49 Aim Statement Primary Drivers Secondary Drivers Change Strategies Knowing How To File a STARs Regular STARs related Educational Sessions Education on STARs Faculty Development Programming Knowing Why to File a STARs Increase by 50% the number of STARs filed by GME trainees across the organization per month Role Modeling by Faculty STARs Dashboard Belief that filing a STARs will improve care for patients Actions taken to effectively improve care and communicated back to GME Trainees Collection and reporting out of Action Steps taken by HS QI council and Risk Management Team Rewarding Environment for filing STARs by Trainees

50 # of STARS Reports STARS Incident Reporting Total Reported FY Total number of STARs filed continues to go up, demonstrating improved engagement by staff in raising awareness to safety issues across our clinical areas ` FY 2007 FY 2008 FY 2009 FY 2010 FY 2011 FY 2012 FY 2013 FY 2014

51 # STARS Filed STARS Incident Reporting Volume By Reporter Nursing continues to be group that files the most STARS but other staff are making meaningful contributions to the number of STARs filed as well Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Month Resident Attending Nurse Pharmacy Other

52 Though nursing makes up the majority of staff that file STARs, the total number of STARs filed by Attendings and Residents has risen steadily over the last year, largely as a result of a STARs initiative being lead by key faculty and the Housestaff Quality Improvement Council Stars Incident Reporting Attending/Resident (All Services) CY 2014

53 Conferences and Publications A Win-Win #IHI27FORUM

54 Can QI be published? Of course

55 SQUIRE Guidelines

56 Academic Products Opportunities Posters/Abstracts Local: Research Day/Quality Day Regional/National: Discipline specific society meetings, IHI, AHI, AAMC Integrating Quality Journals dedicated to QI American Journal of Medical Quality BMJ Quality and Safety Journal Journal of Healthcare Quality Joint Commission Journal on Quality and Safety Many major journals with dedicated quality forum NEJM/JAMA Society specific (Pediatrics, Hospital Medicine)

57 Where QI and Research Should Play Together

58 Why they need each other: QI Evolves interventions based on learning Fits into the local system Uses data over time to guide improvement Improvement realized is sustained intentionally in the system Does not control for confounding/bias Measures what is necessary for improvement (no controls) Data technique not intended for null hypothesis testing Research Controls for confounding/bias Formalizes hypothesis testing of differences between populations Interventions are decided apriori Adherence to intervention is formalized Does not allow for rapid improvement of an intervention Does not leverage data for learning purposes Heavy in resources/takes a long time Adherence to intervention only during study period

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61 To create and support a culture of healthcare quality improvement (QI) engagement for BMC, the Boston HealthNet Community Health Centers and Boston University through accredited education, mentorship and administrative oversight.

62 Summary Changing landscape of medicine requires a change in the learning environment of trainees ACGME is calling for better integration and active participation of the trainees by hospital leaders in achieving meaningful quality and safety improvements for training institutions Lessons learned from CLER s initial round of site visits demonstrates a clear gap of where we are currently and where we need to get to at a national level Locally, many barriers exist in integrating trainees into Quality and Patient safety initiatives in a meaningful way Solutions do exist by integrating trainee improvement work at the point of care Which can be done in team based, unit based and system based efforts in which trainees play a central role to realizing improvement #IHI27FORUM